ABSTRACT

Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared. Respondents also needed less encouragement to share ideas aloud during the WCTA compared to the 1–1 think aloud. They also communicated feeling more comfortable in the WCTA setting compared to the 1–1 think aloud. Drawing the findings together, WCTAs functioned as well if not better, than 1–1 think alouds for the purpose of contextualizing third-grade students’ cognitive processes. Future studies using WCTAs are recommended to explore their limitations and other factors that might impact their success as data gathering tools.

摘要

响应过程的有效性证据为了解受访者的认知过程提供了一个窗口。这项研究的目的是描述一种称为全班大声思考（WCTA）的新数据收集工具。这项工作是作为用于中小学等级的一系列问题解决措施的测试开发的一部分而执行的。来自三年级学生的数据是在1：1的思维模式下收集的，并与来自类似学生的数据（作为WCTA的一部分）进行了比较。调查结果表明，在比较两种思维方式设置时，学生在项目上的表现类似。与1：1大声思考相比，在WCTA期间，受访者还需要较少的鼓励来大声分享想法。与1：1大声思考相比，他们在WCTA设置中的交流感觉也更舒适。汇总发现结果，为了使三年级学生的认知过程语境化，WCTA的功能也要好于1-1思维，即使不是更好。建议将来使用WCTA进行研究，以探索其局限性和其他可能影响其作为数据收集工具成功的因素。